12 pages 120–121 Genomics and the future of medicine
12.2 Reading
12.2 Reading CB
Reading texts
Vocabulary Bank Skills Bank
VOCABULARY BANK 11.1 Linking phrases
12.2 Linking ideas in a text
SKILLS BANK 2.1 Doing reading research
Online resources
12.2_D 12.2_E 12.2_F 12.2_H 12.2_I
T e main focus of this lesson is on developing reading skills and skills in identifying key points using a text on genomics. Students create very short summaries of paragraphs and write a summary paragraph of the text. T ey also study how diff erent academic phrases are used to link sentences together.
Lesson aims
At the end of this lesson, students should: • understand how a series of topic sentences can help with summarizing
• be able to identify and use diff erent types of linking phrases
• have gained more practice in identifying key points from a text
Introduction
To prepare students for the lesson’s theme, ask students what they can remember about DNA from Unit 6. For example:
• DNA is responsible for cell reproduction.
• For some drugs, DNA tests can show if a patient will benefi t from them or not.
Students could also share any DNA-related news stories they may have read or heard about. Ask if students think the study of DNA is important and, if so, why.
A Set for pairwork or class discussion.
Verbally feed back the answers below to the class if appropriate. Accept any reasonable suggestions. T ere is no need to explore the issues in depth, as many of these will be covered in the reading.
Suggested answers
1. Because the activity in every cell in every living organism is governed by the DNA in its nucleus, research into the human genome will provide knowledge about the most fundamental aspects of life.
248 B
Remind students about surveying a text (skim reading to get an approximate idea of the text’s contents by looking at the title, looking at the fi rst few lines and the fi nal few lines of the text, and by looking at the fi rst sentence of each paragraph).
SKILLS BANK 2.1 Doing reading research
For a reminder of writing research questions and using them to guide reading, see Skills Bank 2.1.
Set for individual work and pairwork discussion. Each pair should agree on three questions. Feed back with the class, sharing some of the questions visually.
C
Set for individual work and pairwork checking. Give students time to read and to check if their questions have been answered. Elicit from the class whether they think the questions that were shared have been answered fully or partially.
D
Tell students to read the instructions, and check that they understand the vocabulary.
Set for individual work and pairwork checking. Give students time to read and to check their answers.
2. T ere are many possible answers to this. For example: • the development of new drugs and treatments
• the possible creation of ‘spare part’ organs from the patient’s own tissue
• being able to predict disease and hopefully prevent it
• to begin to understand how to roll back the ageing process
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